Grade 3: Expressive Qualities (Dynamics, Tempo, Articulation)

Comparing Different Versions of a Known Song

Aim: How do expressive elements allow for different interpretations of a song?
Summary: Students create different versions of a known song and listen to contrasting recordings for musical differences and similarities.
Standards: US 1, 3, 6, 7, 9; NYC 1, 2, 3, 4
Modality: performing, responding, creating
Materials: multiple recordings of a known song in different styles
Time Required: 20 minutes
This activity is part of: Music Educators Toolbox

Demonstrate expressive qualities and contrasting emotions in music by teaching a line or two from the chorus of the known song. Model singing the melody in different ways (e.g., excited, sweet, angry, etc.) by changing the dynamics, tempo, articulation, or timbre of your voice (e.g., scratchy, smooth, nasal, breathy).
• Listen as I sing this song and pay attention to how I use and change my voice. • What feeling do you think I was portraying? Why do you think that? • What did you notice about the tempo/dynamics/articulation that made you think of that feeling?

In small groups, have students sing the melody with a particular feeling in mind. Experiment with contrasting performances by encouraging students to try different vocal techniques and change the rhythm, tempo, dynamics, articulation, etc. Share and reflect with a focus on comparing and contrasting.

Listen to multiple versions of a known song.
• Many different musicians have performed this piece using a variety of different effects to make us feel different emotions.

After each listening, use a Venn diagram to compare and contrast the recordings.
• How did each performance make you feel? How do you know?• What musical elements did you hear (tempo, dynamics, articulation, timbre)?• What were the similarities and differences between the two versions?